About Jeff Greene

School of Education Deans Ofc

Interested in arts education and self-regulated learning?

Check out this cool collaboration between CLICK and Keith Sawyer:

“There is a lack of research and practice focused on how to foster higher-order processing, such as creative performance, within higher education settings. To address this gap in research, we chose to study pedagogical practices in schools of art and design, where one of the intended learning outcomes is creativity. Based upon data gathered as part of a larger study (Sawyer in Thinking Skills and Creativity, http://doi.org/10.1016/J.TSC.2018.08.002, 2018), we found that among a large number of creative performance pedagogical practices we identified, a subset seemed to foster self-regulated learning (SRL). Therefore, the goal of our study was to identify the ways art and design professors enacted practices that foster their students’ self-regulation during learning and performance. We found these professors utilized a number of direct and indirect methods of fostering their students’ SRL, all intended to enhance students’ ability to enact creative performance. In addition to revealing interesting comparisons between SRL in art and design and other more commonly studied contexts such as science or history, our findings suggested numerous directions for expanding SRL models, including a greater focus on process as the outcome of SRL, a need to continue research into SRL during higher-order processing, and gaps regarding the development of SRL.”

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Learning Analytics and CLICK!

Check out this cool new learning analytics publication with CLICK members and Matt Bernacki!

“The scientific literacy and conceptual understanding demands of the 21st century have necessitated fundamental changes in science education, including changes from traditional lecture to more active learning pedagogies. The affordances of such pedagogies can benefit students, but only when they are able to enact effective and efficient self-regulated learning processing. More research is needed to understand how and when students should self-regulate during science learning, as well as how to help those students who struggle to do so. In this study, we leveraged multimodal online interaction trace data from 408 college students enrolled in an introductory biology class to investigate the temporal nature of self-regulation during science education. Using latent profile analyses, we found differences in self-regulatory processing predicted course performance, with implications for the development of systems for identifying and supporting students who are likely to struggle in active learning science education environments.”

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New CLICK publication on college student learning!

Excited to share this new published study by CLICK lab members:

“First-year courses have been used to bolster college student success, but empirical evidence on their efficacy is mixed. We investigated whether a first-year science of learning course, focused on self-regulated learning, would benefit first-generation college students. We randomly assigned students to a treatment condition involving enrollment in the course, a comparison condition in which students had access to online course materials only, or a control condition. From this larger study, we recruited 43 students to participate in a laboratory task involving learning about the circulatory system with a computer. We found that treatment and comparison students experienced greater changes in conceptual knowledge than the control group, and we found differences in the enactment of monitoring and strategy use across conditions.”

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CLICK @AERA2019!

The CLICK Research Group was all over AERA2019! Robert Plumley presented a paper, Vic Deekens presented a poster, and Brian Cartiff and Bekah Duke presented a poster as well. In our excitement, we forgot to take a picture of Robert (oops!) but here are some pics of the rest of the crew presenting, and our annual Research Group dinner!

Recent Conference Presentations!

Kudos to CLICK lab members who have presented this summer:

Bekah Freed presented a poster at the American Psychological Association Conference

Bekah Duke and Brian Cartiff presented a paper at the 11th International Conference on Conceptual Change hosted by the European Association of Research on Learning and Instruction (EARLI) Special Interest Group on Conceptual Change.

Nikki Lobczowski presented a paper at the EARLI Special Interest Group meeting on Motivation and Emotion

And Kayley Lyons also presented a paper at the EARLI SIG on Motivation and Emotion

Great job team!

New Research Published!

We’ve had a number of studies published this year:

Funding from the Spencer Foundation

We are thrilled to announce that we have been funded by the Spencer Foundation to conduct research entitled: “Investigating the Role of Self-Regulatory Ego-Depletion in Online Learning with Multiple Sources.” Here’s a brief summary:

An increasing number of people rely upon online sources for their news, including social media.  However, many report feeling overwhelmed and challenged when they encounter views differing from their own.  Such feelings may prevent productive exploration of important issues. My research has shown that online learning requires that people both self-regulate their learning, and that they enact specific kinds of critical thinking, called epistemic cognition.  These feelings of being overwhelmed may prevent people from enacting self-regulated learning or epistemic cognition, but there has been no empirical research on this phenomenon.  We will study this phenomenon by integrating theory and methods from self-regulatory ego depletion research into our work on self-regulated learning and epistemic cognition in online learning environments.  Through a study using an authentic online learning task, we will test my hypothesis that ego-depletion has significant effects on the quantity and quality of online learning, as well as learning performance.  If the hypotheses are supported, the findings will seed larger projects into the nuances and moderators of these ego-depletion effects, and how educators can prepare learners to overcome them, to ensure effective, critical consumption of information in the digital age.